Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button. And, always 1) use the domain-specific vocabulary and 2) address the problems listed at the top of the lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either category--leave them on the Discussion Tab
This is the last project in MS Word/word processing unit. After this, expect students to be able to use this program with nominal assistance for class projects.
pyramid.png
Every year starting in second grade, students create a project that communicates an idea using visual organizers. This is it.
What is a visual organizer (graphic organizer)? How does it help to communicate information (by displaying information in a picture format)? How does it facilitate sharing? Show students examples from last year’s 2nd, 3rd, 4th grade classes. Is information clear? Do they understand the message?
This project supports a classroom conversation and can be done in various word processing programs, i.e., Open Office, Google Docs. We use MS Word. Visual organizer can be from various online sites (see extensions). We use Word’s SmartArt.
Demonstrate (see inset): Open Word; add heading. Why heading?
Add title (How I’m Organized) font size 16, centered and bold. Push enter so graphic organizer will appear underneath.
Insert SmartArt. Word offers many—choose one that works for your student group. Once you’ve selected it, add shapes to get six (or number you need for your topic).
Add text to each layer as fits topic.
Format with ‘change colors’ and ‘SmartArt Styles’
Add student name at pinnacle with WordArt
Use ‘print preview’ to be sure all information appears on one page. If not, resize as needed and print.
Save to network; save-as to flash drive (if available). What’s the difference between save and ‘save-as’? Why include student last name in file name?
When students finished, ask them what digital tools were used today (Hint: software, internet, online tools, printer).
Continually throughout class, check for understanding. Expect students to solve problems as they make decisions that follow class rules.
Remind students to transfer knowledge to classroom or home.
As you teach, incorporate lesson vocabulary.
When students finish, practice keyboarding using online website that focuses on one row at a time (i.e., DanceMat Typing, Nimble Fingers). This month: Concentrate on QWERTY row. Watch posture. Keep hands on keyboard. Use finger closest to key.
Close program (with Alt+F4).
Tuck chairs under desk, headphones over tower; leave station as you found it
More
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above.
Assessment strategies--see textbook. Questions? Use Discussion Button above.
Three overarching topics you'll want to pay attention to every lesson:Questions? Go to Ask a Tech Teacher
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
Collaboration? Use Discussion Button above.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button. And, always 1) use the domain-specific vocabulary and 2) address the problems listed at the top of the lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either category--leave them on the Discussion Tab
This is second of two-week MS Word project (or another word processing program) to teach formatting skills as well as reinforce classroom study on grammar, spelling and elements of a letter.
Open student letter started last week as independently as possible.
Can’t find it? Check ‘My Documents’—student may have saved it wrong. If not there, show student how to search using their last name.
Review writing conventions.
Click inside a word; change font color, font look, and font size (as done before).
Add three pictures to body of letter (not heading or closing) using clip art as learned in Lesson 7. Resize as needed so letter fits one page. See inset for example.
Remind students: Every time they use computer, practice good habits.
Add festive border.
Show students how to check page count to see if letters fits one page. Adjust font and picture sizes as needed.
As you teach, incorporate lesson vocabulary.
Continually throughout class, check for understanding. Expect students to make decisions that follow class rules.
Check rubric at end of Lesson to be sure all required elements are included. Students submit rubric with printed letter.
Save and print without assistance. Should students save or save-as?
Remind students to transfer knowledge to the classroom or home.
Leave station as it was (chairs in, desktop clean, headphones over tower, textbook behind monitor).
More
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above.
Assessment strategies--see textbook. Questions? Use Discussion Button above.
Three overarching topics you'll want to pay attention to every lesson:Questions? Go to Ask a Tech Teacher
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a completedigital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
Collaboration? Use Discussion Button above.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button. And, always 1) use the domain-specific vocabulary and 2) address the problems listed at the top of the lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either category--leave them on the Discussion Tab
MS_word_doc.gif
This is a two-week project in word processing, to teach formatting skills while reinforcing classroom study on grammar, spelling and elements of a letter.
Open word processing program (Word, Google Docs, Open Office or similar) as independently as possible.
Type heading (name, teacher, date—enter between each line). Explain alignment, that this is left aligned. Show Word’s alignment tools.
Discuss letter writing skills students have learned in class, like:
write a letter
describe actions, thoughts, and feelings where required
use temporal words to signal event order where required
Type a letter to parents about why students are thankful. Use font size 14-16. Adjust font look as learned in Lesson 7. Remind students text wraps to next line—no need to push enter. See samples on next page.
As students type, reinforce keyboarding skills such as elbows at sides, hands on homerow, legs in front of body. Remind students: Every time they use computer, practice good habits.
Done? Work with neighbor to strengthen writing by adding details, clarifying issues.
Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through lesson and make decisions that follow class rules.
As you teach, incorporate lesson vocab. Check this line item if you did that today!
Letter must be one page. Show students how to check if they have accomplished this goal.
Save (or should they ‘save-as’?) with last name in file name (why?). Tuck chairs under desk, headphones over tower; leave station as you found it.
More
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above.
Assessment strategies--see textbook. Questions? Use Discussion Button above.
Three overarching topics you'll want to pay attention to every lesson:Questions? Go to Ask a Tech Teacher
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a completedigital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
Collaboration? Use Discussion Button above.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button. And, always 1) use the domain-specific vocabulary and 2) address the problems listed at the top of the lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either category--leave them on the Discussion Tab
Model how to 1) access internet, 2) find class start page, and 3) go to links being used today. Point out ads to be avoided. Point out bling.
Today, we read. What can you do on an internet story you can’t do on a book story? (Answers: click links for enrichments, take a pile of books wherever you go, not worry about ripping pages—anything else?).
Open browser—what’s a ‘browser’? How does it help students find websites?
Select a story from class list (see examples at end of lesson). Take students on a tour—tool bars, links, ‘hand’ that identifies link, back/forward button, home tool, address bar, browser tabs. Clarify where they can go on a site and where they can’t (i.e., ads, any link out of teacher-provided one).
Use tabs on browser to move between class internet start page and approved links.
Now set students lose to read!
When done, students share details of story with neighbor. Show comprehension of story, plot, characters, and vocabulary. Ask each other for help decoding prefixes and suffixes and unknown words. Follow class rules for conversations (speak one at a time, listen to each other with care, gain floor in respectful ways--as outlined in CCSS.ELA-Literacy.SL.2.1a).
As you teach, incorporate lesson vocabulary. Throughout class, check for understanding. Expect students to solve problems and make decisions that follow class rules.
Remind students to transfer this knowledge to the classroom or home. Close to desktop. Tuck chairs under desk, headphones over tower; leave station as it was.
More
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above.
Assessment strategies--see textbook. Questions? Use Discussion Button above.
Three overarching topics you'll want to pay attention to every lesson:Questions? Go to Ask a Tech Teacher
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a completedigital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
Collaboration? Use Discussion Button above.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button. And, always 1) use the domain-specific vocabulary and 2) address the problems listed at the top of the lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either category--leave them on the Discussion Tab
This is the final week of Word story project. Open project (drill down to file folder on network). If not there, check ‘My Documents’ or show students how to search.
This week, students decorate story to fit theme. Discuss how color and visual can communicate ideas as well as words.
Triple-click title (to select a sentence); change to WordArt so it stands out (see inset). In body of story, change color for 3 words by clicking inside word and going to ‘font color’ tool; match color to word, i.e. make ‘pumpkin’ orange. Add art border that fits the holiday either from Page Borders or Clip Art. Change font size for three words by clicking inside word and going to ‘font size’ tool; i.e. make ‘guess’ font size 72 (to make it emphatic).
halloween--2nd.jpg
Change font for three words by clicking inside word and going to ‘font’ tool; i.e. use ‘Chiller’ for ‘haunted house’. Add three pictures by clicking where pictures belong. Show students the blinking cursor that marks insertion point. Resize as needed.
Show students how to see if story fits one page by checking bottom right corner. If story is more than one page, resize font/ images.
Check rubric (see end of lesson in text) to ensure project has required elements.
Save with or without assistance with student last name and project name (why student name?); print (Ctrl+P, File-print).
Ask students: What digital tools are used in this project? (Hint: software, printer). What else could be used? (Hint: online images, email, pdf). How would they create this story without digital tools? What do they think of that?
As you teach, incorporate lesson vocabulary.
Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through lesson and make decisions that follow class rules.
Remind students to transfer knowledge to classroom or home.
Tuck chairs under desk, headphones over tower; leave station as it was
More
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above. This week there's one titled, Is Keyboarding Dead?.
Assessment strategies--see textbook. Questions? Use Discussion Button above.
Three overarching topics you'll want to pay attention to every lesson:Questions? Go to Ask a Tech Teacher
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
Collaboration? Use Discussion Button above.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Discuss writing. What strategies have students learned? With student input, develop a list of skills to use during this exercise.
What is the difference between writing by hand and on a computer? Consider 1) trying to remember where keys are, 2) typing while thinking, 3) hand gets tired, 4) handwriting is slow 5) computer typing is slow in 2nd grade, 6) which is harder/easier? Discuss how all of these might change as they get older.
Discuss difference between typing from a written copy and typing from thoughts in student’s head. Which is harder? The students’ answers may surprise you.
Today, students start a two-week project writing a story in MS Word (or Google Docs or Open Office—whatever word processing program your school uses). Show sample inset--sure, this is from Christmas. The book has one for Halloween. Students always get excited by colors, fonts, clipart. They don’t believe they’ll be able to do this in two weeks!
Open MS Word. Review last week skills: fonts, sizes, insert, tools, toolbars
Remind students they will use same writing skills here they use for class literacy projects.
Add heading at top (name, teacher, date). Why a heading? Add two enters to leave room for the title. That will be added later.
Change font to 48. Sentence starts with capital, ends with period; space after period/ comma. What other writing rules did class come up with that should be used today?
Follow class strategies for story writing (i.e., Bold Beginning, Mighty Middle, Exciting Ending). Start with an introduction (i.e., Once upon a time, there was a ghost…), tell a bit about the story characters, tell what problem they faced and how they solved it. Include details to describe actions, thoughts, and feelings. Use temporal words to signal event order. Provide a sense of closure. Three-four sentences are fine.
Every time students sit at computer, remind them to use good keyboarding skills—correct posture, elbows at sides, mouse to right (or left), keyboard centered.
Show students how to verify story fits one page and adjust font size if needed.
Correct red (spell-check) and green (grammar) squiggly lines When do they use backspace or delete to make corrections? What are the blue squiggly lines—can students figure that out?
Add title. How do students know the title? Discuss how it comes from story. Discuss writing ‘headlines’ and ‘titles’—that they draw reader in and make them want to continue.
When done, work with a neighbor. Read through each other’s story and suggest edits.
Continually throughout class, check for understanding. Expect students to solve problems as they make decisions that follow class rules.
Have students take their time during this project. Here, they learn many Word basics.
As you teach, incorporate lesson vocabulary. Check this line if you did that today!
Save to network file folder with student last name and project name. Do they ‘save’ or ‘save-as’? What’s the difference? Why must their last name be in the file name?
Close to desktop. Remind students to transfer knowledge to classroom or home.
Tuck chairs under desk, headphones over tower; leave station as it was.
More
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above. This week there's one titled, Is Keyboarding Dead?.
Assessment strategies--see textbook. Questions? Use Discussion Button above.
Three overarching topics you'll want to pay attention to every lesson:Questions? Go to Ask a Tech Teacher
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
Collaboration? Use Discussion Button above.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button. And, always 1) use the domain-specific vocabulary and 2) address the problems listed at the top of the lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either category--leave them on the Discussion Tab Read 'MS Word' as 'word processing'. Whatever word processing tool or software you use is fine. This lesson is neutral in that regard. Just adapt the lesson to your program (GAFE, OO, Notes, etc.)
Students who haven’t, finish Google Earth project. Those who completed it last week can practice home row on an online keyboarding website (see appendix of textbook for choices). Remind students to use correct posture, hands on home row, keep elbows at sides.
This lesson starts a 7-week unit to familiarize students with MS Word (or other word processing program like Google Docs, Open Office). It includes:
Intro to basics
2 writing projects
1 graphic organizer
By the end of this unit, students will know Word basics that will get them through anything required in second grade.
Open Word on Smartscreen; review layout and demonstrate pieces (for a clever way to open Word, see the 'how to' inset--on opening with a right-click. Any shortcut way to use tech is fun for students):
How_to_open_Word_doc_without_MS_Word.png
appearance of screen
tools and toolbars
menus and ribbons students will use
cursor: tells user where they are
Discuss the difference between menus, ribbons, toolbars, and taskbar. Ask students for their thoughts. These organizational techniques are confusing. Be prepared to circle back on them often. Expect students to use the correct term.
Open Number Square (see sample at end of lesson or here
) on Smartscreen. This can be shortened or lengthened to serve your needs, i.e., you may want more triple-digit numbers for Common Core. What is a number square? Is it familiar to students? Do they see how each row is a bundle of 10? How many is a bundle of ten tens? Discuss the place value of each digit in a number. Notice how each column is laid out (remember ‘columns’ from Excel).
Demonstrate how to type student name and teacher into blanks. If you’re not in typeover, it will push line out. Demonstrate this and how to fix. Second graders may have no experience with wor
Review MS Word basics they will use today:
show where font size/color/type tools are
discuss difference between backspace and delete (see next pages)
Demo first line of Number Square:
fill in missing numbers
change fonts as required in directions
change colors as required in directions
change font sizes as required in directions
Don’t expect students to finish project. The goal is to get comfortable using tools, changing fonts, formatting a document. These are skills they will use often.
As you teach, incorporate lesson vocabulary. Check this line if you did that today!
Throughout class, check for understanding. Expect students to solve problems as they maneuver through lesson and make decisions that follow class rules.
Save to network folder with student last name and project name. Print. Assist if required. What’s the difference between ‘save’ and ‘save-as’ (see next pages)?
Why is it important to include student last name in file name (remember last week?)
Close program with file-close or Alt+F4; leave station as it was (chairs in, desktop clean, headphones over tower, text behind monitor).
Remind students to transfer this knowledge to the classroom or home.
More
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above. This week there are none.
Assessment strategies--see textbook. Questions? Use Discussion Button above.
Three overarching topics you'll want to pay attention to every lesson:Questions? Go to Ask a Tech Teacher
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
Collaboration? Use Discussion Button above.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
And, always 1) use the domain-specific vocabulary and 2) address the problems listed at the top of the lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either category--leave them on the Discussion Tab This is a favorite lesson of students. Be prepared to let students take as long as they are engaged. Let them direct inquiry, pace, coverage. There are a lot of extensions on this unit tht enable you to take the exploration as far as students want. And second graders have lots of enthusiasm for learning!
Practice keyboarding with a program that focuses on one row at a time. For the first three months of school, spend one month on each row: 1) home row, 2) QWERTY row, 3) lower row. My favorite sites: DanceMat Typing and Nimble Fingers (Google names for addresses). See checklist at end of lesson for anecdotal assessment.
Use correct hand position, legs in front, elbows at side. Review hints (see list at end of lesson in textbook) for better keyboarding, but dole them out as students are ready for them.
Open Google Earth. Discuss how this program uniquely contributes to and clarifies understanding of a topic:
see a country’s relationship to the world
Zoom in or out to get a better perspective
Drop into Street View to see firsthand what the world looks like
Review program—zoom in/out, drag map, use street view, tour 3d buildings, use arrows. Give students time to remember skills from 1st grade and kindergarten. Use this as a formative assessment on those skills if you'd like.
Demo today’s project
Find country of origin
Explore country. Use Street View and 3D layer for full experience
Adjust view so country is recognizable on screen. Zoom in/out and drag map with mouse to display country nicely
Take a picture with Google Earth and save to student folder
Now it’s student’s turn to find their country of origin, adjust it and save image to network folder. Let them experiment with tools. Don’t worry if it’s not perfect.
When finished, give students time to explore their homeland.
Close Google Earth and open drawing program (we use KidPix). Expect students to remember how to use this program from last week and prior years.
Demonstrate this next stage of project:
Add saved image to canvas
Add flag for student country of origin
Add student name with ABC tool in any font, size 48, any color
Now students do this.
As you teach, incorporate lesson vocabulary. Check this line if you did that today!
Throughout class, check for understanding. Expect students to solve and make decisions that follow class rules.
Save to network file folders with student last name and project name; print.
Why is it important to put student name in file name? Demonstrate a search for students of their name. See how their files show up even if they didn’t save it right—as long as they saved it to network? Putting a last name in file name makes it harder to lose work.
Remind students to transfer knowledge to classroom or home.
Tuck chairs under desk, headphones over tower; leave station as you found it.
More
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above. This week there are two:
Do you make these 9 mistakes
Take Tech into the Classroom--you will want to go to the student classrooms as a visual that tech is to be used there, too, not just in the lab. This is a good list of what to cover when you're there. Give yourself at least 15 minutes so you can take questions and get students to model using the classroom computers. Be ready for the class teacher to learn along with the students!
Three overarching topics you'll want to pay attention to every lesson:
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
And, always 1) use the domain-specific vocabulary and 2) address the problems listed at the top of the lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either category--leave them on the Discussion Tab
Discuss the proper care and feeding of a computer. Can students think of rules to add to the following list?
No food or drink around computer—not even water
No banging on keyboard, monitor or any other part of computer
Demonstrate how to help a neighbor: Use words, don’t touch their computer parts—mouse, keyboard, etc.
Review Windows or Mac screen. These are domain-specific words students should hear and be able to use. They'll help them to communicate ideas/problems and help you understand what they are talking about:
Desktop—front of monitor, ‘screen’, icons
Taskbar—bar at bottom of screen, with clock and ‘Start’ button
Clock—on right side of taskbar (hover for date)
Start button—click to bring up programs (or use flying windows key)
Show students how to find network folders with Start button-Computer-Network (nested by grade, teacher—or however your school does it)
Review hardware—monitor, CPU, keyboard, mouse, headphones, peripherals—and related problems. 2nd graders should know what to do when their hardware doesn't work. Ask them. Let them show off.
Use drawing program (KidPix, TuxPaint, Kerpoof, or other) to explore how technology communicates ideas. Remind students: Grammar and spelling count in tech class. If you use a web-based drawing program, start with an internet introduction--how do students visit the neighborhood called the 'web' safely:
Open drawing program
Enlarge font size to 72 and add ‘My name is’; capitalize first letter; add student name with ‘dog alphabet’ (animation tool in KidPix)
Draw student picture with paint and pencil
Print with assistance (file-print or Ctrl+P); show how to save to network file folders
Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through lesson and make decisions that follow class rules.
Those who finish: Practice keyboarding on installed software or online program (see appendix for suggestions). Use good keyboarding habits. Remind students: any time they use the computer, use it correctly, whether it's in the lab, the classroom or at home. Make it a habit.
Close program with file-close or Alt+F4 (2nd graders love shortkeys). Start mentioning shortkeys so students get used to considering them an option.
Remind students to transfer this knowledge to classroom or home.
Tuck chairs under desk, headphones over tower; leave station as student found it.
More
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above. This week there are two:
Do you make these 9 mistakes
Take Tech into the Classroom--you will want to go to the student classrooms as a visual that tech is to be used there, too, not just in the lab. This is a good list of what to cover when you're there. Give yourself at least 15 minutes so you can take questions and get students to model using the classroom computers. Be ready for the class teacher to learn along with the students!
Three overarching topics you'll want to pay attention to every lesson:
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
Circle back on last week's discussion of the major parts of computer—CPU, monitor, keyboard, mouse, headphones, volume, printer, power buttons, USB ports, peripherals. Show how they connect to computer. Discuss trouble-shooting hardware problems:
if volume doesn’t work, check headphones and volume control
if mouse doesn’t work, is it lit up (which means mouse works)
If keyboard doesn’t work, does NumLock work (which means keyboard works)
if headphones don’t work, are they plugged in? In correct CPU?
If monitor doesn’t work, is it on? Is mouse awake?
If computer doesn’t work, is it on? Is it hibernating?
Discuss important keys (see poster at end of lesson—and discuss shortcut keys) students should know by the end of this year. Model them with students.
Discuss shortkeys students like Alt and Ctrl are familiar with (see end of lesson for an age-appropriate list):
** Ctrl+P
Ctrl+S
Alt+F4
Ctrl+V
Ctrl+C
Alt+Tab
Practice keyboarding using software or online website (see appendix for suggestions). Before beginning, discuss proper posture—hands on home row, legs in front of body, elbows at sides, keyboard in front of body, mouse to right (or left if appropriate). Discuss your expectations about keyboarding for second graders (that they become comfortable and familiar with it). Discuss what's expected of 4/5th graders (type 1-2 pages at a sitting). Questions about this? L
Remind students to use:
thumb for spacebar
finger closest to key for letters
Done? Open drawing program (KidPix, free TuxPaint, other). Art programs are great to teach mouse skills, tools, and toolbars. They’re fun so students practice skills.
What are tools? Toolbars? Which ones do students remember from prior years? Come the icons on toolbars to symbols.
Allow students to explore program.
As you teach, incorporate lesson vocabulary. This is domain-specific. You want students to use these words as well as you.
Throughout class, check for understanding. Expect students to solve problems as they maneuver through lesson and make decisions that follow class rules.
Close to desktop (Alt+F4). Remind students to transfer knowledge to classroom or home.
Tuck chairs under desk, headphones over tower; leave station as you found it.
More
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above. None today!
Three overarching topics you'll want to pay attention to every lesson:
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
Tour classroom so students become comfortable in the place they’ll visit every week.By second grade, I may/may not have them join me on the tour. I may assign their seats first and then point out important items, changes. I may ask them what they see that's changed from last year. Do what works for your group.
Discuss why students use technology.
Review a suggested list of class rules (see poster at end of unit) and then collect student ideas including:
Save early, save often—every 10 minutes
No food or drink around computer
Respect the work of others and yourself
Include Common Core class discussion guidelines such as:
listen to others
take turns while speaking
wait to be called on before speaking
Review hardware. I do this by having students touch and feel the parts, then discussing where everything can go wrong if the part isn't working correctly--and what students can do about it. For example, if the monitor appears to be broken (because it's black), students can check if the power button is on:
Mouse buttons—left and right, double click, scroll; how to hold mouse
CPU—power button, disk drives, connections
Monitor—power button, screen
Headphones—volume, port
Keyboard—see next pages for important keys
Peripherals—what are those?
As you teach, incorporate lesson vocabulary found at the top of the lesson. Make this natural. Expect students to understand this domain-specific vocabulary.
Continually throughout class, check for understanding.
Expect students to solve problems and make decisions.
Remind students to transfer knowledge to classroom or home.
Have you answered the Essential Question? Have you covered the Big Idea?
Tuck chairs under desk, headphones over tower; leave station as you found it.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Week of June 3-7, 2013
Week of May 27-31, 2013
Week of May 20-24, 2013
Week of May 13-17, 2013
Week of May 6-10, 2013
Missionary Project
Students are introduced to research.
They will complete a form from the teacher and will learn to navigate to websites. Lessons include evaluating a good website. Keywords: How to use them. Finding the flag of a country. Saving the JPEG and printing.
Students will work on their research questionnaire
Week of April 29-May 3, 2013
Missionary Project
Students are introduced to research.
They will complete a form from the teacher and will learn to navigate to websites. Lessons include evaluating a good website. Keywords: How to use them. Finding the flag of a country. Saving the JPEG and printing. Week of April 22-26, 2013
Keynote Slideshow - All About Me (Beginning)
Students will be introduced to Keynote and the purpose of this software.
Students will incorporate skills previously learned in computer class (creating a tux paint project and adding it to a slide. Finding a clip art and photograph and adding it to a slide)
Students will have a cover and ending slide. The Keynote will tell the class things like their favorite foods; classes; if they have pets, etc.
Vocabulary includes: Slide, Title, Clipart, Text box, master slides.
Discovery Education Project:
The project is called FAVORITE PLACES and we are inviting classrooms from all over the WORLD to place their mark on a collaborative map.
Week of April 15-19, 2013
Keynote Slideshow - All About Me (Beginning)
Students will be introduced to Keynote and the purpose of this software.
Students will incorporate skills previously learned in computer class (creating a tux paint project and adding it to a slide. Finding a clip art and photograph and adding it to a slide)
Students will have a cover and ending slide. The Keynote will tell the class things like their favorite foods; classes; if they have pets, etc.
Vocabulary includes: Slide, Title, Clipart, Text box, master slides.
Week of April 8-12, 2013
Keynote Slideshow - All About Me (Beginning)
Students will be introduced to Keynote and the purpose of this software.
Students will incorporate skills previously learned in computer class (creating a tux paint project and adding it to a slide. Finding a clip art and photograph and adding it to a slide)
Students will have a cover and ending slide. The Keynote will tell the class things like their favorite foods; classes; if they have pets, etc.
Vocabulary includes: Slide, Title, Clipart, Text box, master slides.
Week of April 1-5, 2013
Easter Break
Week of March 25-29, 2013
Keynote Slideshow - All About Me
Students will be introduced to Keynote and the purpose of this software.
Students will incorporate skills previously learned in computer class (creating a tux paint project and adding it to a slide. Finding a clip art and photograph and adding it to a slide)
Students will have a cover and ending slide. The Keynote will tell the class things like their favorite foods; classes; if they have pets, etc.
Vocabulary includes: Slide, Title, Clipart, Text box, master slides.
Week of March 18-22, 2013
Classroom Architect
Students will create a floor plan of their classroom. We will discuss length and width as well as various shapes. Students will use the drag and drop feature.
Students will complete a project to aid understanding of blueprints, room layout, and three-dimensional thinking. They’ll experiment with spatially laying out a three-dimensional structure on a two-dimensional paper. When completed, they’ll discuss with neighbors, practicing good listening skills learned in class.
Start with a discussion of design. This includes size, shape, texture, proportion, scale, mass and color. We will apply these to rooms, buildings, neighborhoods. Encourage students to think and analyze critically as they work and engage in their own learning.
Before opening websites, review how to be a good digital citizen. Demonstrate on SmartScreen where today’s digital neighborhood is in websites being used. Ask for input on where ‘problem areas’ might be (ads, distractions, off-topic websites)
Visit __Classroom Architect__ and design classroom with drag-and-drop pieces. Demo first, taking suggestions from class on layout. Students must think about where tables and storage are relative to other items. This is an active learning lesson that encourages visual thinking. Draw a sample based on class input and show how to make corrections if necessary.
Students develop their own floorplan.
When finished, have students participate in collaborative conversations with a partner about design they created, steps required, and how this relates to class conversations on ‘structures’ and ‘architecture’. Follow agreed-upon rules for discussions:
listen to each other with care
speak one at a time
build on each others’ conversations
ask clarifying questions
If necessary, model these for students.
Print; save to network with assistance
Week of March 11-15, 2013
CONTINUED - Lucky Charms Project. - Intro to Numbers - Two week project.
Students will count the lucky shapes in a box of Lucky Charms. These totals will be data entered into a spreadsheet.
This spreadsheet will then be added to a National spreadsheet - collaborating with several hundred schools across the nation.
Potential to Skype with a class from another state.
Week of March 4-8, 2013
Lucky Charms Project. - Intro to Numbers - Two week project.
Students will count the lucky shapes in a box of Lucky Charms. These totals will be data entered into a spreadsheet.
This spreadsheet will then be added to a National spreadsheet - collaborating with several hundred schools across the nation.
Potential to Skype with a class from another state.
Week of February 25-March 1, 2013
PowerPoint slideshow--About Me
Week of March 25th-April 23th Lesson 27-30 in workbook
1. PP--see examples of slides on page 60 of text
Show samples from last year's students
Explain layout of PP screen
Add cover slide with title
Add 5 more slides
Adjust slide layout to show title at top and nothing else (room for picture at bottom)
Add designs--right-click so each slide has a different design
Add title to top of each slide--this will be the name of each picture inserted
Add transitions
Adjust speed of slide transition to be slow or medium
Add auto-advance--5 seconds
Add sounds--only those available on the Slide Transition section
Add animation to each slide
Add Word Art The End to last slide
Add a picture to each slide that reflects what's happening on the slide
Add two gifs to each slide to reflect what's happening on the slide
Done with all slides? Fill out the rubric to see your grade:
pp.png
3. Finished? Let students go to any bookmarks on the internet start page.
4. Presentations can be done as students finish or at the end of the multi-week unit, or after the MS Word report (Lesson 23-26). Presentations are a great way to end the year!
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Week of February 18-22, 2013
Students will practice keyboarding skills. BBC Dance Mat typing.
Teacher reviews Position of Student: Legs centered in front of body; Body centered in front of keyboard; Hands curved over home row; Document is to the left of the computer; Use the right thumb for space bar; eyes on screen.
Week of February 11-15, 2013
Name chant (completed)
I Spy Poetry/Tech Activity
Students will practice writing “I Spy” poems (similar to the Walter Wick books) and photograph pictures of “stuff”. These pictures will be downloaded and saved. Students will learn how to save jpeg files, while honing poetry skills. Students will also be using PAGES to create their I SPY books. Week of February 4-8, 2013
CONTINUED: PAGES - Students will create a PAGES document by typing a poem that is styled to the student. Using Handouts - the student will type the “Name Chant” using a stylized font and size. Colors and borders may be incorporated.
Students will learn to use the menu bar and tool bars for fonts. They will also practice file management by saving the file with a name and to their file folder. Upon successful completion of the project - students will print a copy of their poem.
USING THE CALCULATOR - Students will practice using the numbers of the keyboard as well as the calculator application on the computer. A math worksheet will be completed.
Week of January 28-February 1, 2013
PAGES - Students will create a PAGES document by typing a poem that is styled to the student. Using Handouts - the student will type the “Name Chant” using a stylized font and size. Colors and borders may be incorporated. Students will learn to use the menu bar and tool bars for fonts. They will also practice file management by saving the file with a name and to their file folder. Upon successful completion of the project - students will print a copy of their poem.
Week of January 21-25, 2013
Students will practice creating and typing poems in PAGES. Students will create a "Name Chant" poem and practice centering the document. Explore fonts and sizes.
Students will continue with BBC Dance Mat Typing.
Week of January 14-18, 2013
Emphasis on Keyboarding skills
Students will continue with BBC Dance Mat Typing.
Week of January 7-11, 2013
Poetry Unit
Students will create Name Acrostic Review where to save files
Open, Save, Format. Font, Text style, font size, font style, delete, copy
Week of December 3-7, 2012 though December 10-14, 2012
Holiday cards using Pages. Students will create their own holiday cards.
Students will learn to use templates, clip art, font styles and color, alignment.
Students have their pictures taken with a digital camera and then learn to incorporate the JPEG image into a holiday card.
Right Click; Copy image. Right Click; Paste Image
Students will also learn how to vertically and horizontally align a text box. My Story Book Week of November 29th or Lesson 8 in workbook
Went to a wonderful story creating website called My Storybook to collaborate with your unit on How We Express Ourselves. It’s put out by the Carnegie Library and walks kids through the rudiments of writing a story.
story.jpg
We printed and collated stories as time permitted.
Students who finished--well, no one finished with extra time.
Week of November 19-23, 2012
Privacy and Digital Footprints
Students learn that the Internet is a public space, and then develop skills to protect their provacy and respect the provacy of others.
Students will:
Become aware of the digital footprint they leave online and refelct on the kind of personal information to share about themselves
Celebrate a “culture of sharing” through digital media while considering some possible harmful effects of over-sharing
Learn to respect the provacy of others online
Develop privacy management skills and personal and community privacy codes of conduct
If time permits: Thanksgiving Wordle
Week of November 12-16, 2012
No School - Veteran's Day Weekend
Week of November 5-9, 2012
Common Sense Media: Digital Citizenship
Digital Life
Students are introduced to their roles as digital citizens in an online community where they reflect on how they are responsible not only for themselves but for others, in order to create a safe and comfortable environment.
Students will:
Understand that when they are online, they are communicating with real people
Consider their responsibilities to their offline and online communities
Learn that when they are online, they are responsible for themselves and for others
Understand that good digital citizens are responsible for themselves and respectful in the online world and beyond
Unit: Digital Life
My Online Community
Students will:
Consider what it means to go online and use the Internet
Compare and contrast how they are connected to different people and places, in person and on the Internet
Demonstrate an appreciation of how people can connect on the Internet by drawing a map of their online community
Follow the Digital Trail
Students will:
Learn that their online information leaves a digital footprint or "trail"
Explore which information is appropriate to put online
Judge the nature of different types of digital footprints by following the information trails of two fictional animals
Week of October 29-November 2, 2012
Common Sense Media: Digital Citizenship
Safety and Security
Students learn that the Internet is a great place to develop rewarding online relationships, but they also learn to be cautious and to never reveal private information without asking a trusted adult for permission.
Students will
Compare and contrast online friends with real-life friends, face to face pals.
Understand that Private Information should not be given to anyone online without the permission of a trusted adult.
Learn how to respond if an online friend asks them personal questions.
Unit 2: Security
Keep it Private
Students will:
Recognize the kind of information that is private.
Understand that they should never give out private information on the Internet
Learn to create effective user names that protect their private information.
Week of October 22-26, 2012
Common Sense Media: Digital Citizenship
Safety and Security
Students learn that the Internet is a great place to develop rewarding online relationships, but they also learn to be cautious and to never reveal private information without asking a trusted adult for permission.
Students will
Compare and contrast online friends with real-life friends, face to face pals.
Understand that Private Information should not be given to anyone online without the permission of a trusted adult.
Learn how to respond if an online friend asks them personal questions.
Unit 1: Safety
Staying Safe Online
Students will:
Understand that being safe when they visit websites is similar to staying safe in real life.
Learn to recognize websites that are good for them to visit.
Recognize if they should ask an adult they trust before they visit a particular website.
Week of October 15-19, 2012
Book Fair week - students will practice keyboarding skills with a substitute teacher.
Let students explore Word Clouds using this program.
- Students will have an opportunity to create a Word Cloud for the Book Fair using the Scholastic Book Fair flyer.
- Students may create a Word Cloud for their favorite book.
Have students add their name.
Save and Print.
Week of September 24-28, 2012
Lesson #4 Introduction to Google Earth
Open Google Earth.
Find the state of Delaware. Show students how to zoom in and drag map with mouse so it's displayed nicely; save image to network file folder or save to desk top.
- Students will save an image from Google Earth by choosing "Print" then Save as PDF; then saving to the desktop (or file folder);
Give Students time to explore their state or neighborhood. Show them our school. Show them how Google Earth works - drag map with mouse, zoom in/out/change perspective. Use street view to visit the school and 3D Buildings.
Open Pages. Add image of your state or neighborhood to document.
- Open Pages - Blank document (portrait). From menu bar - choose Insert; From dropdown box choose "Choose"; From Desktop or file folder - choose saved PDF
Have students add their name - any font - size 48.
Save and Print.
Week of September 17-21, 2012
Lesson #3 from workbook - Meet Your Computer
Introduce BBC Dance Mat Typing.
Review Posture
Sit straight - elbows in - feet in front - eyes straight ahead
Home Row position
Fingers on the home row - ASDF and JKL: (Thumb on space bar)
Start Tux Paint
Students should draw themselves with Paint or Pencil. Using the font tool - students should add "My Name is"; Capitalize first letter; add student name.
Week of September 10-14, 2012
Lesson #2 from workbook - Introduction to Keyboarding and Tux Paint
Review Rules
Go to Internet start page—introduce widgets and bookmarks
Important Keyboard Keys:
Escape; Backspace; Delete; Cap Locks light; Enter (Return); Shift; Control/Alt/Delete; Space Bar; Command; Caps Lock; Tab indent
Keyboard Practice -ABCya - Cup Stacking and other online keyboarding sites.
Explain proper posture-hand position (home row), legs in front, elbows at side.
Introduce Tux Paint (Penguin shortcut icon on desktop at dock)
Week of September 3-7, 2012
Lesson #1 from workbook - Computer Basics and Using an Internet Start Page (Protopage - Formerly known as Weblinkers)
Revew Rules
Parts of a Computer (CPU, Mouse, Keyboard, Monitor, Printer)
Go to Internet start page—introduce various widgets and bookmarks
Introduce Digital Camera and Movie
PowerPoint slideshow--About Me
Week of March 25th-April 30th Lesson 27-30 in workbook
If you are too early in the year for a research project (often, it's an end-of-year writing/research project), Lessons 22-26 can be flipped with Lessons 27-30 (on PowerPoint). I have them all posted for you.
1. PP--see examples of slides on page 60 of text
Show samples from last year's students
Explain layout of PP screen
Add cover slide with title
Add 5 more slides
Adjust slide layout to show title at top and nothing else (room for picture at bottom)
Add designs--right-click so each slide has a different design
Add title to top of each slide--this will be the name of each picture inserted
Add transitions
Adjust speed of slide transition to be slow or medium
Add auto-advance--5 seconds
Add sounds--only those available on the Slide Transition section
Add animation to each slide
Add Word Art The End to last slide
Add a picture to each slide that reflects what's happening on the slide
Add two gifs to each slide to reflect what's happening on the slide
Done with all slides? Fill out the rubric to see your grade:
pp.png
3. Finished? Let students go to any bookmarks on the internet start page.
4. Presentations can be done as students finish or at the end of the multi-week unit, or after the MS Word report (Lesson 23-26). Presentations are a great way to end the year!
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
MS Word Reports
Week of February 25th-March 18th (Lesson 23-26 in workbook)
If this research project (including a 5-week end-of-year writing/research project) is too early, Lessons 22-26 can be flipped with Lessons 27-30 (on PowerPoint). I'll post them all for you.
Students will spend the next 4 weeks writing reports for the classroom, in this case, on Life Cycle of an Animal
Start by drawing a picture of the child's animal using their KidPix skills. Export to their network file folder
Open MS Word (or the word processing program you are using). Change font to 36, bold. Center. Typing cover page including:
animal name
student name
teacher name
insert the KidPix animal drawing below this information (see example on page 56)
Enter a border if you'd like
Center horizontally on the page by zooming out until student can see the entire page, then pushing enter at the top until the page is centered (this can be done through tools, but the 'enter' solution is much simpler for second graders)
Push Ctrl+Enter at the page bottom to move to a new page
Before continuing, have students push Ctrl+S to save and save to their network folder. From here on, all they need do is push Ctrl+S every ten minutes. You might even set a timer on your phone to remind them.
Add a footer to the report with student name and page number
Type report.
Center headings
Indent paragraphs
Follow all writing conventions
Clear red and green squiggly lines
Show students the 'show/hide' tool that reveals whether students are allowing Word to wrap to the next line or student is doing it themselves
After each section, insert one of the pictures saved from the internet. Make sure it is the right animal stage. Center it. See samples on pg. 56-57 in text.
When done, review, revise and edit as needed before printing.
Print two-sided.
Ctrl+S often. Close to network folder when done.
Done? Students can visit Life Cycle websites from class internet strt page:
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
If this research project (including a 5-week end-of-year writing/research project) is too early, Lessons 22-26 can be flipped with Lessons 27-30 (on PowerPoint). I'll post them all for you.
This begins a writing project on Life Cycles in 2nd grade. We start by learning to research on the internet so students can use those skills to find the information they need and write the report in MS Word (or Google Docs)
Students will find 5 pictures of the stages in an animal's life using the internet.
Start with a discussion on internet safety, how to legally and safely use internet images
You may want to protect student search for images by:
use only images from these kid-safe image collections (they're listed in the middle of the post, with links)
review how to use the internet to search
Walk them through how to search for appropriate images using a browser. Remind them of problem searches like 'chicks'--use 'baby chickens' instead
demonstrate how to find an image and save it to the student network folder
Done early? Create a birthday card for a friend, or go to websites on the class start page that align with units of inquiry being discussed in the classroom. Here are some of mine, on 'Life Cycles':
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
This is closure of your story see another sample on pg. 53 of text). You can use the paint brush tool and the paint bucket--but only #1 or the realistic fills from #3
SS-2.jpg
When done, practice keyboarding skills on installed software or online website
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
I'm posting Lesson 20 because Lesson 19 is a Valentine card. It's arrived a bit early so feel free to flip these two lessons.
1. Open KidPix or other drawing program that allows you to bring a graphic in and edit (Nanoogo's another example)
Open ‘human body template’ graphic. I got this template online. If you're not discussing the human body in your school, find a template that works for your unit. There are lots of them at EnchantedLearning.com
Add student name to the top
Label all body parts with the words used in the classroom (for example do they use 'jaw' or 'mandible'?)
Add face, etc. with KidPix stamp tool--cutouts
Add clothes with the KidPix pencil or paint brush (see below for finished sample)
Save and print
Find lesson Vocabulary and Problem solving on pg. 51 of text
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
This Valentine lesson came early this year, so I'm posting Lesson 20 also--you can flip them if you want)
1. Use MS Word—decorate Valentine card
1st week: write a short letter to your parents
review MS Word. Walk students through all the tools/ribbons students will need for this project
review parts of a letter--tie them into classroom teacher's explanation
heading
greeting
body
closing
Use font 18
Add border
Change fonts, colors, font sizes for 3 words in the letter (or more)
Add three pictures--show students how the picture goes where the cursor is blinking
Save and print--or publish to class website, wiki, or blog
valentine.png
Don't want to use Word? Use KidPix or another drawing program (see pg. 50 in text for example)
2. Done? Practice keyboarding on installed software like TTL4 or online website
3. Done? Go to internet start page, check out these websites that tie into class discussion. Mine are on the human body:
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Type two sentences—Once upon a time, there was a* named *. S/he *
Tell me something about yourself using good grammar and spelling
font size 24
Any font and color
Add a picture that says the sentence
Need more details? Check pg. 47 of textbook
pics.gif
Export to use in your upcoming PowerPoint slideshow
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Around The World
Week of December 17th-January 1st Lesson 14-15 in textbook
Warm up with typing practice on installed software or online keyboard website
Discuss the planet's layout in general terms--continents, oceans, north and south pole
today students will label continents and follow directions for coloring them
Have students open the template in a drawing program like KidPix, TuxPaint or other
put name at top with text box. Discuss how to use and resize the text box
label each continent. I provide the names with correct spelling on the rubric on pg. 44
color continents according to directions (see pg. 45)
when done, fill out rubric to verify all steps completed
export and print
Done? Visit websites that tie into classroom discussions
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Remind students of good posture--elbows at sides, both hands on keyboard, legs in front, body centered
Review problem solving strategies
what has worked in past?
what did teacher suggest?
look around the screen and see if there are any ideas
be an explorer--don't be afraid to experiment. How far can you get without asking for help
review problems covered this year in 'Problem Solving' section of each lesson (see text)
review problems on pg. 41 of text
Ask students what problems they have faced that they need help with. Write them down and post them on the 'Problem Solving Board'. Can any other students help?
Extra: Have a Challenge
break students into groups
give each group 10 minutes to studey the problem solving list on pg. 41 then collect the sheets
Ask Team 1 how to solve one of the problems. Give them five seconds to confer and provide the answer
Right answer? Award a point. Wrong answer? Let Team 2 try to answer, and so forth until you run out of teams or get the right answer
Ask Team 2 how to solve one of the problems. Follow the same process as above
When all questions answered or you run out of time, who has the most points? Award a prize that works for your group
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Because of Thanksgiving's timing this year, you might want to change this project to a Christmas/December theme.
This letter project uses the same skills as the Halloween project, done a little more proficiently because 2nd graders are familiar with them!
This is the last project in the Word unit that included (see samples on pg. 34 of text):
2 Word documents
1 graphic organizer
After this, we can expect students to have a comfortable level of skills in using Word for projects in the classroom
Open MS Word (or other word processing program)
Spend one week writing a letter to parents/other on what they're thankful for or other holiday topic
start with heading
remind students how to change font to 14-18
discuss rules of letter writing--greeting, body, closing
use good grammar and spelling.
reinforce ideas like 'wrapping', creating new paragraphs, etc
show students how to correct errors with red/green squiggly lines
While students type, remind them to use good keyboarding habits, as practiced on their keyboarding lessons
elbows at sides
both hands on keyboard
fingers move, not hands
good posture
If there's time in Week One, have students add pictures
show students how to search for the clipart they want and insert it where the cursor is blinking
resize as needed
drag-drop to a new location if necessary
Keep letter on one page. Resize font and images if required to do this
Week two: finish adding pictures, format, save and print
Format 5 words with color, font size, font type
add a border
Print preview before printing to be sure everything is on one page
Print and save
Those who finish: practice keyboard skills using installed software or online programs
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Remember Lesson 5-6 intro to Word. Demo tools, toolbars, screen layout for students as a refresher.
Today, we'll do graphic organizers--a visual way to share information
Use a topic being discussed in class that requires subsets of sets--or groups within groups
Use the pyramid graphic organizer or another that works for your purposes (see example pg. 32)
Directions on pg. 31
Add WordArt for student name and clipart to reinforce categories if enough time.
I've found this one takes most of the class
Save to network (ask them whether they should save or save-as); print. Show students how to use Print Preview to be sure all clipart is on one page (they forget to resize sometimes)
Done early? Practice keyboarding--DanceMat Typing, QWERTY row (done with homerow--move on)
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Have reading websites available on the class internet start page for students to select from. The most popular by far was this collection of signed stories (audio also available). The stories are beautifully illustrated!
More story websites are here, on the right side toward the bottom:
Review the internet with students--tools, toolbars, back button, links, tabs for pages
Show a video on safe internet use like this YouTube video--Internet Safety--to prepare students for internet use. Reivew what using the internet safely looks like. Discuss with students.
Model going to one of the reading websites, exploring it, then going back to the strt page to try another
Now let student explore
Those who finish can practice keyboard skills using installed software or online program like Dancemat Typing
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Use these three lessons to introduce students to MS Word. They may have done a simple project on it in 1st grade (or not). Still, start as though they had never seen it before.
TTL4 (or other online keyboarding program--I like starting with something like DanceMat Typing that focuses on one row at a time)
have students open independently
be there if they require assistance
use correct hand position, posture, etc (see hints on pg. 27)
3 weeks on this project so you can use it as a review of word processing/Word/Google Docs (whatever you use):
Wk 1--write story
Wk 2--finish story; start formatting
Wk 3--finish formatting; save and print
Open MS Word
review start-up screen (or intro if this is the first time)
review ribbons, tools (or intro if this is the first time)
Add heading at top
leave space for title
Discuss how they will write a Halloween story (or a story themed to whatever is current in your school)
What is the protocol for writing a story
Three paragraphs?--intro, body, closing?
Or do they follow :
1st paragraph: intro characters and setting
2nd paragraph: develop plot
3rd paragraph: climax and solve the problem
remind them of the format being used in your 2nd grade classes
type story about last Halloween or this Halloween with larger font (see textbook pg. 22)
Now that the story is written, add the title. Discuss how a title comes from the story.
spell check and grammar check with red and green squiggly lines
save for next week
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
TTL4 (or other online keyboarding program--I like starting with something like DanceMat Typing that focuses on one row at a time)
have students open independently
be there if they require assistance
use correct hand position, posture, etc (see hints on pg. 27)
Google Earth-KidPix project--talk to classroom teachers about what supports their discussions and/or units. Or, use an upcoming field trip--explore where they are going
go to Google Earth
review all Google Earth skills--zooming, dragging globe, double-clicking, 3D buildings, Street View. Check some of the user pictures that have been uploaded. See more ideas on lesson page.
go to country of origin (or other) using 'fly to'
zoom around to explore. Go into Street View if available. Explore
save the picture to class network folder
Open KidPix independently
Add image—your country of origin or other
Add the country flag
Add student name
Save and print as independently as possible
country_of_origin.gif
If your school is not comfortable having students use email, use one of the other projects in the aligned projects book, How to Jumpstart the Inquiry-based Classroom. This book has 5 additional projects for 3rd grade (and all grades) that align with the SL curriculum.
As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
Extension: Have websites that tie into classroom discussion on the class internet start page.
Close down to desktop, headphones over tower, chairs tucked under.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
volume doesn't work--check connection, volume control, correct headphones being use
computer doesn't work--check power
monitor doesn't work
review and discuss proper care of computer
no food or drink
no banging on computer
don't touch neighbors computer parts
Explain how to help neighbor--by telling not doing
discuss Windows--what 'desktop' means, taskbar, start button, etc. Discuss how Macs are different, Linux,
start KidPix project--drawing with tools, toolbars, text (I like the animated letters, too). Chat with classroom teacher and draw a picture that ties into class discussion on a unit. Print with assistance as necessary. Save to network file folders for a future project.
As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
Extension: Have websites that tie into classroom discussion on the class internet start page.
Close down to desktop, headphones over tower, chairs tucked under.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
start keyboarding with your school's keyboard software (TTL4, Mavis Beacon, etc) or an online site like DanceMat Typing--Review 2nd grade skills for keyboarding:
start KidPix (or the free TuxPaint)--this is how we teach tools, toolbars, mouse skills--fun, effective way to accomplish these goals
Overview of program (students are familiar from K, 1)
let students explore tools, toolbars
Extra time: If you use an online math program, take a moment to show students how to access it (we use Everyday Math Online)
As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
Extension: Have websites that tie into classroom discussion on the class internet start page.
Close down to desktop, headphones over tower, chairs tucked under.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of this lesson--helping students find a comfort level with technology--clarifying questions take more time than I'd expect at times. I'm fine with that. There'll be lessons later that move faster than I planned.
TTL4
Done? Students created a comic using an online site to support learning in the classroom about heroes. Students used traits of heroes (courage, confidence, etc) to show them starting out as an ordinary person and rising to the occasion when required:
This is like the plot in a story. You are here (what are you doing now?) and you end up here at the end of your life story (what are your goals in life?). You can use the paint brush tool and the paint bucket file--but only #1 or the realistic fills from #3
Have four more students give their PowerPoint presentations
Students created a comic using an online site to support learning in the classroom about heroes. Students used traits of heroes (courage, confidence, etc) to show them starting out as an ordinary person and rising to the occasion when required:
comic_zero_to_hero2.gif
comic zero to hero.pdf
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This is my dream. This is like the plot in a story. You are here (what are you doing now?) and you end up here at the end of your life story (what are your goals in life?). You can use the paint brush tool and the paint bucket file--but only #1 or the realistic fills from #3
Practiced keyboarding on TTL4
Went to a wonderful story creating website called My Storybook to collaborate with your unit on How We Express Ourselves. It’s put out by the Carnegie Library and walks kids through the rudiments of writing a story.
story.jpg
We printed and collated stories as time permitted.
Students who finished--well, no one finished with extra time.
week 1 of 2 on creating a graphic organizer about what makes up a person (culture, religion, hobbies, etc.). This is also an introduction to MS Word's ribbon interface
Open MS Word
Review ribbon and menu bars
Add SmartArt for a pyramid
Show students how to expand the pyramid and type in the bullet list
add details about religion, culture, clubs, country of origin, neighborhood, extended family and immediate family, broken into layers on the pyramid
format the pyramid with colors
add pictures in one row at the top to decorate. Students will learn to add clip art and resize as necessary.
Draw a picture of Halloween in KidPix
Add a sentence about Halloween
Add your name with the dog alphabet (animations)
Export and print
[[image:fileC:/Users/JACQUI%7E1.MUR/AppData/Local/Temp/moz-screenshot-2.png]]
WCS Second Grade
Graphic Organizers
Week of Nov. 11th
Lesson 11 in Workbook
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button. And, always 1) use the domain-specific vocabulary and 2) address the problems listed at the top of the lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either category--leave them on the Discussion Tab
More
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.Holiday Letter in Word I
Week of Nov. 4thLesson 10 in Workbook
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button. And, always 1) use the domain-specific vocabulary and 2) address the problems listed at the top of the lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either category--leave them on the Discussion Tab
More
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Letter Writing
Week of Oct. 28thLesson 9 in Workbook
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button. And, always 1) use the domain-specific vocabulary and 2) address the problems listed at the top of the lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either category--leave them on the Discussion Tab
MS_word_doc.gif
This is a two-week project in word processing, to teach formatting skills while reinforcing classroom study on grammar, spelling and elements of a letter.- Open word processing program (Word, Google Docs, Open Office or similar) as independently as possible.
- Type heading (name, teacher, date—enter between each line). Explain alignment, that this is left aligned. Show Word’s alignment tools.
- Discuss letter writing skills students have learned in class, like:
- write a letter
- describe actions, thoughts, and feelings where required
- use temporal words to signal event order where required
- Type a letter to parents about why students are thankful. Use font size 14-16. Adjust font look as learned in Lesson 7. Remind students text wraps to next line—no need to push enter. See samples on next page.
- As students type, reinforce keyboarding skills such as elbows at sides, hands on homerow, legs in front of body. Remind students: Every time they use computer, practice good habits.
- Check grammar/spelling; clear red/green squiggles.
- Done? Work with neighbor to strengthen writing by adding details, clarifying issues.
- Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through lesson and make decisions that follow class rules.
- As you teach, incorporate lesson vocab. Check this line item if you did that today!
- Letter must be one page. Show students how to check if they have accomplished this goal.
- Save (or should they ‘save-as’?) with last name in file name (why?). Tuck chairs under desk, headphones over tower; leave station as you found it.
More
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.Reading on the Internet
Week of Oct. 21stLesson 8 in Workbook
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button. And, always 1) use the domain-specific vocabulary and 2) address the problems listed at the top of the lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either category--leave them on the Discussion TabMore
- Collaboration? Use Discussion Button above.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.Halloween Greeting
Week of Oct. 14thLesson 7 in Workbook
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button. And, always 1) use the domain-specific vocabulary and 2) address the problems listed at the top of the lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either category--leave them on the Discussion Tab
More
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Halloween Greeting I
Week of Oct. 7thLesson 6 in Workbook
MS_word_doc.gif
Discuss writing. What strategies have students learned? With student input, develop a list of skills to use during this exercise.- What is the difference between writing by hand and on a computer? Consider 1) trying to remember where keys are, 2) typing while thinking, 3) hand gets tired, 4) handwriting is slow 5) computer typing is slow in 2nd grade, 6) which is harder/easier? Discuss how all of these might change as they get older.
- Discuss difference between typing from a written copy and typing from thoughts in student’s head. Which is harder? The students’ answers may surprise you.
- Today, students start a two-week project writing a story in MS Word (or Google Docs or Open Office—whatever word processing program your school uses). Show sample inset--sure, this is from Christmas. The book has one for Halloween. Students always get excited by colors, fonts, clipart. They don’t believe they’ll be able to do this in two weeks!
- Open MS Word. Review last week skills: fonts, sizes, insert, tools, toolbars
- Remind students they will use same writing skills here they use for class literacy projects.
- Add heading at top (name, teacher, date). Why a heading? Add two enters to leave room for the title. That will be added later.
- Change font to 48. Sentence starts with capital, ends with period; space after period/ comma. What other writing rules did class come up with that should be used today?
- Follow class strategies for story writing (i.e., Bold Beginning, Mighty Middle, Exciting Ending). Start with an introduction (i.e., Once upon a time, there was a ghost…), tell a bit about the story characters, tell what problem they faced and how they solved it. Include details to describe actions, thoughts, and feelings. Use temporal words to signal event order. Provide a sense of closure. Three-four sentences are fine.
- Every time students sit at computer, remind them to use good keyboarding skills—correct posture, elbows at sides, mouse to right (or left), keyboard centered.
- Show students how to verify story fits one page and adjust font size if needed.
- Correct red (spell-check) and green (grammar) squiggly lines When do they use backspace or delete to make corrections? What are the blue squiggly lines—can students figure that out?
- Add title. How do students know the title? Discuss how it comes from story. Discuss writing ‘headlines’ and ‘titles’—that they draw reader in and make them want to continue.
- When done, work with a neighbor. Read through each other’s story and suggest edits.
- Continually throughout class, check for understanding. Expect students to solve problems as they make decisions that follow class rules.
- Have students take their time during this project. Here, they learn many Word basics.
- As you teach, incorporate lesson vocabulary. Check this line if you did that today!
- Save to network file folder with student last name and project name. Do they ‘save’ or ‘save-as’? What’s the difference? Why must their last name be in the file name?
- Close to desktop. Remind students to transfer knowledge to classroom or home.
- Tuck chairs under desk, headphones over tower; leave station as it was.
MoreIf you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Meet MS Word
Week of Sept. 30thLesson 5 in Workbook
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button. And, always 1) use the domain-specific vocabulary and 2) address the problems listed at the top of the lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either category--leave them on the Discussion Tab
Read 'MS Word' as 'word processing'. Whatever word processing tool or software you use is fine. This lesson is neutral in that regard. Just adapt the lesson to your program (GAFE, OO, Notes, etc.)
- Details
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) on Smartscreen. This can be shortened or lengthened to serve your needs, i.e., you may want more triple-digit numbers for Common Core. What is a number square? Is it familiar to students? Do they see how each row is a bundle of 10? How many is a bundle of ten tens? Discuss the place value of each digit in a number. Notice how each column is laid out (remember ‘columns’ from Excel).
MoreIf you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Google Earth
Week of Sept. 23rdLesson 4 in Workbook
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
And, always 1) use the domain-specific vocabulary and 2) address the problems listed at the top of the lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either category--leave them on the Discussion Tab
This is a favorite lesson of students. Be prepared to let students take as long as they are engaged. Let them direct inquiry, pace, coverage. There are a lot of extensions on this unit tht enable you to take the exploration as far as students want. And second graders have lots of enthusiasm for learning!
- Practice keyboarding with a program that focuses on one row at a time. For the first three months of school, spend one month on each row: 1) home row, 2) QWERTY row, 3) lower row. My favorite sites: DanceMat Typing and Nimble Fingers (Google names for addresses). See checklist at end of lesson for anecdotal assessment.
- Use correct hand position, legs in front, elbows at side. Review hints (see list at end of lesson in textbook) for better keyboarding, but dole them out as students are ready for them.
- Open Google Earth. Discuss how this program uniquely contributes to and clarifies understanding of a topic:
- see a country’s relationship to the world
- Zoom in or out to get a better perspective
- Drop into Street View to see firsthand what the world looks like
- Review program—zoom in/out, drag map, use street view, tour 3d buildings, use arrows. Give students time to remember skills from 1st grade and kindergarten. Use this as a formative assessment on those skills if you'd like.
- Demo today’s project
- Find country of origin
- Explore country. Use Street View and 3D layer for full experience
- Adjust view so country is recognizable on screen. Zoom in/out and drag map with mouse to display country nicely
- Take a picture with Google Earth and save to student folder
- Now it’s student’s turn to find their country of origin, adjust it and save image to network folder. Let them experiment with tools. Don’t worry if it’s not perfect.
- When finished, give students time to explore their homeland.
- Close Google Earth and open drawing program (we use KidPix). Expect students to remember how to use this program from last week and prior years.
- Demonstrate this next stage of project:
- Add saved image to canvas
- Add flag for student country of origin
- Add student name with ABC tool in any font, size 48, any color
- Now students do this.
- As you teach, incorporate lesson vocabulary. Check this line if you did that today!
- Throughout class, check for understanding. Expect students to solve and make decisions that follow class rules.
- Save to network file folders with student last name and project name; print.
- Why is it important to put student name in file name? Demonstrate a search for students of their name. See how their files show up even if they didn’t save it right—as long as they saved it to network? Putting a last name in file name makes it harder to lose work.
- Remind students to transfer knowledge to classroom or home.
- Tuck chairs under desk, headphones over tower; leave station as you found it.
MoreIf you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Meet Your Computer
Week of Sept. 16thLesson 3 in Workbook
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
And, always 1) use the domain-specific vocabulary and 2) address the problems listed at the top of the lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either category--leave them on the Discussion Tab
- Discuss the proper care and feeding of a computer. Can students think of rules to add to the following list?
- No food or drink around computer—not even water
- No banging on keyboard, monitor or any other part of computer
- Demonstrate how to help a neighbor: Use words, don’t touch their computer parts—mouse, keyboard, etc.
- Review Windows or Mac screen. These are domain-specific words students should hear and be able to use. They'll help them to communicate ideas/problems and help you understand what they are talking about:
- Desktop—front of monitor, ‘screen’, icons
- Taskbar—bar at bottom of screen, with clock and ‘Start’ button
- Clock—on right side of taskbar (hover for date)
- Start button—click to bring up programs (or use flying windows key)
- Show students how to find network folders with Start button-Computer-Network (nested by grade, teacher—or however your school does it)
- Review hardware—monitor, CPU, keyboard, mouse, headphones, peripherals—and related problems. 2nd graders should know what to do when their hardware doesn't work. Ask them. Let them show off.
- Use drawing program (KidPix, TuxPaint, Kerpoof, or other) to explore how technology communicates ideas. Remind students: Grammar and spelling count in tech class. If you use a web-based drawing program, start with an internet introduction--how do students visit the neighborhood called the 'web' safely:
- Open drawing program
- Enlarge font size to 72 and add ‘My name is’; capitalize first letter; add student name with ‘dog alphabet’ (animation tool in KidPix)
- Draw student picture with paint and pencil
- Print with assistance (file-print or Ctrl+P); show how to save to network file folders
- Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through lesson and make decisions that follow class rules.
- Those who finish: Practice keyboarding on installed software or online program (see appendix for suggestions). Use good keyboarding habits. Remind students: any time they use the computer, use it correctly, whether it's in the lab, the classroom or at home. Make it a habit.
- Close program with file-close or Alt+F4 (2nd graders love shortkeys). Start mentioning shortkeys so students get used to considering them an option.
- Remind students to transfer this knowledge to classroom or home.
- Tuck chairs under desk, headphones over tower; leave station as student found it.
MoreIf you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Introducing Tools and Toolbars
Week of Sept. 9thLesson 2 in Workbook
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
** Ctrl+P
More
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Welcome Back!
Week of Sept. 3rdLesson 1 in Workbook
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Week of June 3-7, 2013
Week of May 27-31, 2013
Week of May 20-24, 2013
Week of May 13-17, 2013
Week of May 6-10, 2013
Missionary ProjectStudents are introduced to research.
They will complete a form from the teacher and will learn to navigate to websites. Lessons include evaluating a good website. Keywords: How to use them. Finding the flag of a country. Saving the JPEG and printing.
Students will work on their research questionnaire
Week of April 29-May 3, 2013
Missionary ProjectStudents are introduced to research.
They will complete a form from the teacher and will learn to navigate to websites. Lessons include evaluating a good website. Keywords: How to use them. Finding the flag of a country. Saving the JPEG and printing.
Week of April 22-26, 2013
Keynote Slideshow - All About Me (Beginning)
Students will be introduced to Keynote and the purpose of this software.
Students will incorporate skills previously learned in computer class (creating a tux paint project and adding it to a slide. Finding a clip art and photograph and adding it to a slide)
Students will have a cover and ending slide. The Keynote will tell the class things like their favorite foods; classes; if they have pets, etc.
Vocabulary includes: Slide, Title, Clipart, Text box, master slides.
Discovery Education Project:
The project is called FAVORITE PLACES and we are inviting classrooms from all over the WORLD to place their mark on a collaborative map.
Week of April 15-19, 2013
Keynote Slideshow - All About Me (Beginning)Students will be introduced to Keynote and the purpose of this software.
Students will incorporate skills previously learned in computer class (creating a tux paint project and adding it to a slide. Finding a clip art and photograph and adding it to a slide)
Students will have a cover and ending slide. The Keynote will tell the class things like their favorite foods; classes; if they have pets, etc.
Vocabulary includes: Slide, Title, Clipart, Text box, master slides.
Week of April 8-12, 2013
Keynote Slideshow - All About Me (Beginning)Students will be introduced to Keynote and the purpose of this software.
Students will incorporate skills previously learned in computer class (creating a tux paint project and adding it to a slide. Finding a clip art and photograph and adding it to a slide)
Students will have a cover and ending slide. The Keynote will tell the class things like their favorite foods; classes; if they have pets, etc.
Vocabulary includes: Slide, Title, Clipart, Text box, master slides.
Week of April 1-5, 2013
Easter Break
Week of March 25-29, 2013
Keynote Slideshow - All About MeStudents will be introduced to Keynote and the purpose of this software.
Students will incorporate skills previously learned in computer class (creating a tux paint project and adding it to a slide. Finding a clip art and photograph and adding it to a slide)
Students will have a cover and ending slide. The Keynote will tell the class things like their favorite foods; classes; if they have pets, etc.
Vocabulary includes: Slide, Title, Clipart, Text box, master slides.
Week of March 18-22, 2013
Classroom ArchitectStudents will create a floor plan of their classroom. We will discuss length and width as well as various shapes. Students will use the drag and drop feature.
Week of March 11-15, 2013
CONTINUED - Lucky Charms Project. - Intro to Numbers - Two week project.Students will count the lucky shapes in a box of Lucky Charms. These totals will be data entered into a spreadsheet.
This spreadsheet will then be added to a National spreadsheet - collaborating with several hundred schools across the nation.
Potential to Skype with a class from another state.
Week of March 4-8, 2013
Lucky Charms Project. - Intro to Numbers - Two week project.Students will count the lucky shapes in a box of Lucky Charms. These totals will be data entered into a spreadsheet.
This spreadsheet will then be added to a National spreadsheet - collaborating with several hundred schools across the nation.
Potential to Skype with a class from another state.
Week of February 25-March 1, 2013
PowerPoint slideshow--About Me
Week of March 25th-April 23thLesson 27-30 in workbook
1. PP--see examples of slides on page 60 of text
- Show samples from last year's students
- Explain layout of PP screen
- Add cover slide with title
- Add 5 more slides
- Adjust slide layout to show title at top and nothing else (room for picture at bottom)
- Add designs--right-click so each slide has a different design
- Add title to top of each slide--this will be the name of each picture inserted
- Add transitions
- Adjust speed of slide transition to be slow or medium
- Add auto-advance--5 seconds
- Add sounds--only those available on the Slide Transition section
- Add animation to each slide
- Add Word Art The End to last slide
- Add a picture to each slide that reflects what's happening on the slide
- Add two gifs to each slide to reflect what's happening on the slide
2. TTL4 for those who finish each week, orDone with all slides? Fill out the rubric to see your grade:
3. Finished? Let students go to any bookmarks on the internet start page.
4. Presentations can be done as students finish or at the end of the multi-week unit, or after the MS Word report (Lesson 23-26). Presentations are a great way to end the year!
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Week of February 18-22, 2013
Students will practice keyboarding skills. BBC Dance Mat typing.
Teacher reviews Position of Student: Legs centered in front of body; Body centered in front of keyboard; Hands curved over home row; Document is to the left of the computer; Use the right thumb for space bar; eyes on screen.Week of February 11-15, 2013
Name chant (completed)
I Spy Poetry/Tech Activity
Students will practice writing “I Spy” poems (similar to the Walter Wick books) and photograph pictures of “stuff”. These pictures will be downloaded and saved. Students will learn how to save jpeg files, while honing poetry skills. Students will also be using PAGES to create their I SPY books.
Week of February 4-8, 2013
CONTINUED: PAGES - Students will create a PAGES document by typing a poem that is styled to the student. Using Handouts - the student will type the “Name Chant” using a stylized font and size. Colors and borders may be incorporated.
Students will learn to use the menu bar and tool bars for fonts. They will also practice file management by saving the file with a name and to their file folder. Upon successful completion of the project - students will print a copy of their poem.USING THE CALCULATOR - Students will practice using the numbers of the keyboard as well as the calculator application on the computer. A math worksheet will be completed.
Week of January 28-February 1, 2013
PAGES - Students will create a PAGES document by typing a poem that is styled to the student. Using Handouts - the student will type the “Name Chant” using a stylized font and size. Colors and borders may be incorporated. Students will learn to use the menu bar and tool bars for fonts. They will also practice file management by saving the file with a name and to their file folder. Upon successful completion of the project - students will print a copy of their poem.Week of January 21-25, 2013
Students will practice creating and typing poems in PAGES.Students will create a "Name Chant" poem and practice centering the document. Explore fonts and sizes.
Students will continue with BBC Dance Mat Typing.
Week of January 14-18, 2013
Emphasis on Keyboarding skills
Students will continue with BBC Dance Mat Typing.Week of January 7-11, 2013
Poetry Unit
Students will create Name AcrosticReview where to save files
Open, Save, Format. Font, Text style, font size, font style, delete, copy
Week of December 3-7, 2012 though December 10-14, 2012
Holiday cards using Pages. Students will create their own holiday cards.
Students will learn to use templates, clip art, font styles and color, alignment.
Students have their pictures taken with a digital camera and then learn to incorporate the JPEG image into a holiday card.
Right Click; Copy image. Right Click; Paste Image
Students will also learn how to vertically and horizontally align a text box.
My Story Book
Week of November 29th
or Lesson 8 in workbook
Went to a wonderful story creating website called My Storybook to collaborate with your unit on How We Express Ourselves. It’s put out by the Carnegie Library and walks kids through the rudiments of writing a story.
Week of November 19-23, 2012
Privacy and Digital Footprints
Students learn that the Internet is a public space, and then develop skills to protect their provacy and respect the provacy of others.Students will:
Become aware of the digital footprint they leave online and refelct on the kind of personal information to share about themselves
Celebrate a “culture of sharing” through digital media while considering some possible harmful effects of over-sharing
Learn to respect the provacy of others online
Develop privacy management skills and personal and community privacy codes of conduct
If time permits: Thanksgiving Wordle
Week of November 12-16, 2012
No School - Veteran's Day WeekendWeek of November 5-9, 2012
Common Sense Media: Digital CitizenshipDigital Life
Students are introduced to their roles as digital citizens in an online community where they reflect on how they are responsible not only for themselves but for others, in order to create a safe and comfortable environment.
Students will:
Unit: Digital Life
My Online Community
Students will:Follow the Digital Trail
Students will:Week of October 29-November 2, 2012
Common Sense Media: Digital CitizenshipSafety and Security
Students learn that the Internet is a great place to develop rewarding online relationships, but they also learn to be cautious and to never reveal private information without asking a trusted adult for permission.
Students will
Unit 2: Security
Keep it Private
Students will:Week of October 22-26, 2012
Common Sense Media: Digital CitizenshipSafety and Security
Students learn that the Internet is a great place to develop rewarding online relationships, but they also learn to be cautious and to never reveal private information without asking a trusted adult for permission.
Students will
Unit 1: Safety
Staying Safe Online
Students will:Week of October 15-19, 2012
Book Fair week - students will practice keyboarding skills with a substitute teacher.Week of October 1-5, 2012
Lesson Introduction to Word Clouds
Week of September 24-28, 2012
Lesson #4 Introduction to Google Earth
Week of September 17-21, 2012
Lesson #3 from workbook - Meet Your Computer
Week of September 10-14, 2012
Lesson #2 from workbook - Introduction to Keyboarding and Tux Paint
Escape; Backspace; Delete; Cap Locks light; Enter (Return); Shift; Control/Alt/Delete; Space Bar; Command; Caps Lock; Tab indent
Week of September 3-7, 2012
Lesson #1 from workbook - Computer Basics and Using an Internet Start Page (Protopage - Formerly known as Weblinkers)
PowerPoint slideshow--About Me
Week of March 25th-April 30thLesson 27-30 in workbook
If you are too early in the year for a research project (often, it's an end-of-year writing/research project), Lessons 22-26 can be flipped with Lessons 27-30 (on PowerPoint). I have them all posted for you.
1. PP--see examples of slides on page 60 of text
- Show samples from last year's students
- Explain layout of PP screen
- Add cover slide with title
- Add 5 more slides
- Adjust slide layout to show title at top and nothing else (room for picture at bottom)
- Add designs--right-click so each slide has a different design
- Add title to top of each slide--this will be the name of each picture inserted
- Add transitions
- Adjust speed of slide transition to be slow or medium
- Add auto-advance--5 seconds
- Add sounds--only those available on the Slide Transition section
- Add animation to each slide
- Add Word Art The End to last slide
- Add a picture to each slide that reflects what's happening on the slide
- Add two gifs to each slide to reflect what's happening on the slide
2. TTL4 for those who finish each week, orDone with all slides? Fill out the rubric to see your grade:
3. Finished? Let students go to any bookmarks on the internet start page.
4. Presentations can be done as students finish or at the end of the multi-week unit, or after the MS Word report (Lesson 23-26). Presentations are a great way to end the year!
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
MS Word Reports
Week of February 25th-March 18th(Lesson 23-26 in workbook)
If this research project (including a 5-week end-of-year writing/research project) is too early, Lessons 22-26 can be flipped with Lessons 27-30 (on PowerPoint). I'll post them all for you.
Students will spend the next 4 weeks writing reports for the classroom, in this case, on Life Cycle of an Animal
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Internet Research
Week of February 18th(Lesson 22 in workbook)
If this research project (including a 5-week end-of-year writing/research project) is too early, Lessons 22-26 can be flipped with Lessons 27-30 (on PowerPoint). I'll post them all for you.
This begins a writing project on Life Cycles in 2nd grade. We start by learning to research on the internet so students can use those skills to find the information they need and write the report in MS Word (or Google Docs)
Done early? Create a birthday card for a friend, or go to websites on the class start page that align with units of inquiry being discussed in the classroom. Here are some of mine, on 'Life Cycles':
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Writing Skills in KP
Week of February 11th(Lesson 21 in workbook)
1. KidPix—Open House slideshow--#4
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Label the Body
Week of Feb. 4th, 2013Lesson 20 in workbook
I'm posting Lesson 20 because Lesson 19 is a Valentine card. It's arrived a bit early so feel free to flip these two lessons.
1. Open KidPix or other drawing program that allows you to bring a graphic in and edit (Nanoogo's another example)
2. Done? Go to human body websites on internet start page or select from this list:
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Valentine Letter to Parents
Week of Jan. 28thLesson 19 in workbook
This Valentine lesson came early this year, so I'm posting Lesson 20 also--you can flip them if you want)
1. Use MS Word—decorate Valentine card
- Don't want to use Word? Use KidPix or another drawing program (see pg. 50 in text for example)
2. Done? Practice keyboarding on installed software like TTL4 or online website3. Done? Go to internet start page, check out these websites that tie into class discussion. Mine are on the human body:
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Writing Skills in KP
Week of January 21st(Lesson 18 in workbook)
1. KidPix—Open House slideshow--#3
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Story Writing
Week of January 14thLesson 17 in workbook
1. KidPix Open House project—2 of 4
3. Done? Go to Brain Pop--Body--UN smaa PW techclass
4. Done? TTL4
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Story Writing
Week of Jan. 7thLesson 16 in workbook
KidPix Open House project—1 of 4
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Around The World
Week of December 17th-January 1stLesson 14-15 in textbook
- Warm up with typing practice on installed software or online keyboard website
- Discuss the planet's layout in general terms--continents, oceans, north and south pole
- today students will label continents and follow directions for coloring them
- Have students open the template in a drawing program like KidPix, TuxPaint or other
- put name at top with text box. Discuss how to use and resize the text box
- label each continent. I provide the names with correct spelling on the rubric on pg. 44
- color continents according to directions (see pg. 45)
- when done, fill out rubric to verify all steps completed
- export and print
Done? Visit websites that tie into classroom discussionsAs you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Holiday Card
Week of December 10thLesson 13 in workbook
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Problem Solving
Week of December 3rdLesson 12 in workbook
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Holiday Letter in Word
Week of Nov. 12th-26thLesson 10/11 in workbook
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Graphic Organizers
Week of Nov. 5thLesson 9 in workbook
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Internet Books
Week of Oct. 29thLesson 8 in workbook
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
MS Word
Week of Oct. 8th-22ndLesson 5-7 in workbook
Use these three lessons to introduce students to MS Word. They may have done a simple project on it in 1st grade (or not). Still, start as though they had never seen it before.
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Google Earth
Integrate two programs
Week of Oct. 1stLesson 4 in workbook
If your school is not comfortable having students use email, use one of the other projects in the aligned projects book, How to Jumpstart the Inquiry-based Classroom. This book has 5 additional projects for 3rd grade (and all grades) that align with the SL curriculum.
As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
Extension: Have websites that tie into classroom discussion on the class internet start page.
Close down to desktop, headphones over tower, chairs tucked under.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Meet Your Computer
Week of Sept. 24thLesson 3 in workbook
As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
Extension: Have websites that tie into classroom discussion on the class internet start page.
Close down to desktop, headphones over tower, chairs tucked under.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Intro to Tools, Toolbars
Week of Sept. 17thLesson 2 in workbook
As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
Extension: Have websites that tie into classroom discussion on the class internet start page.
Close down to desktop, headphones over tower, chairs tucked under.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Intro to 2nd Grade Tech
Week of Sept. 10thLesson 1 in workbook
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of this lesson--helping students find a comfort level with technology--clarifying questions take more time than I'd expect at times. I'm fine with that. There'll be lessons later that move faster than I planned.
Report in MS Word
Week of May 14th-28thLesson 22-26 in workbook
1. Life cycle bug report
o Collect 5 pictures from Google images—2T
o Start report—cover page
o Start typing report
PowerPoint slideshow--About Me
Week of April 2nd-April 30thLesson 28-30 in workbook
1. PP
- Show samples
- Explain layout of PP screen
- Add cover slide with title
- Add 5 more slides
- Adjust slide layout to show title at top and nothing else (room for picture at bottom)
- Add designs--right-click so each slide has a different design
- Add title to top of each slide--this will be the name of each picture inserted
- Add transitions
- Adjust speed of slide transition to be slow or medium
- Add auto-advance--5 seconds
- Add sounds--only those available on the Slide Transition section
- Add animation to each slide
- Add Word Art The End to last slide
- Add a picture to each slide that reflects what's happening on the slide
- Add two gifs to each slide to reflect what's happening on the slide
2. TTL4 for those who finish, orDone with all slides? Fill out the rubric to see your grade:
3. Finished? Any bookmarks on the internet start page.
4. Presentations as students finish
Comic about Zero to Hero
Week of March 19-26thor Lesson 14-15 in workbook
TTL4
Done? Students created a comic using an online site to support learning in the classroom about heroes. Students used traits of heroes (courage, confidence, etc) to show them starting out as an ordinary person and rising to the occasion when required:
Writing Skills in KP
Week of March 13th(Lesson 18 in workbook)
1. KidPix—Open House slideshow--#3
Story Writing
Week of March 5thLesson 17 in workbook
1. TTL4
2. KidPix Open House project—2 of 4
3. Done? Go to Brain Pop--Body--UN smaa PW techclass
4. Done? TTL4
Story Writing
Week of Feb. 27thLesson 16 in workbook
KidPix Open House project—1 of 4
Label the Body
Week of Feb. 6th-13thLesson 20 in workbook
1. KidPix
2. when done, go to human body websites on internet start page or select from this list:
Valentine Letter to Parents
Week of Jan. 23rd-30thLesson 19 in workbook
1. MS Word—decorate Valentine card
2. Done? TTL4
3. when done, (on internet start page), check out these websites on the human body:
Writing Fables
Story Websites
Week of Jan. 9th-16thor Lesson 13 in workbook
Go to Story Maker (Carnegie)
Word Basics
Story Websites
Week of Jan. 2ndor Lesson 12 in workbook
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- Visit story websites from this list:
- || Stories--signed
Fables and Fairy TalesStory Maker
Stories--animated
Story Maker (Carnegie)
Stories
Stories--Mighty stories
Fairy tales
Aesop Fairy Tales
Holiday Websites
Week of Dec. 12thor Lesson 9 in workbook
Visit holiday websites:
Excel
Week of Dec. 5thor Lesson 11 in workbook
The secret picture comes out like this:
Stories
Publisher Card
Week of Nov. 28thLesson 8 in workbook
Trunk in KidPix
Week of Nov. 14thor Lesson 7 in workbook
Country of Origin
Google Earth
KidPix
Week of Oct. 31st-Nov. 7thLesson 4 in workbook
Halloween
Week of Oct. 31stLesson 6 in Workbook
MS Word
Week of Oct. 17th-24thLesson 5 in workbook
Moneyville
Dancemat Typing
Week of Oct. 3rd-Oct. 10thor Lesson 10 in workbook
Internet skills
Week of Sept. 26thLesson 3 in workbook
Keyboarding
Week of Sept. 19thLesson 2 in workbook
Intro to 2nd Grade Tech
Week of Sept. 12thLesson 1 in workbook
Comic about Zero to Hero
Week of May 31stLesson 31 in workbook
Have four more students give their PowerPoint presentations
Students created a comic using an online site to support learning in the classroom about heroes. Students used traits of heroes (courage, confidence, etc) to show them starting out as an ordinary person and rising to the occasion when required:
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Report in MS Word
Week of May 2nd-May 24thLesson 22-26 in workbook
1. Life cycle bug report
o Collect 5 pictures from Google images—2T
o Start report—cover page
o Start typing report
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PowerPoint slideshow--About Me
Week of March 21st-April 29thLesson 28-30 in workbook
1. PP
- Show samples
- Explain layout of PP screen
- Add cover slide with title
- Add 5 more slides
- Adjust slide layout to show title at top and nothing else (room for picture at bottom)
- Add designs--right-click so each slide has a different design
- Add title to top of each slide--this will be the name of each picture inserted
- Add transitions
- Adjust speed of slide transition to be slow or medium
- Add auto-advance--5 seconds
- Add sounds--only those available on the Slide Transition section
- Add animation to each slide
- Add Word Art The End to last slide
- Add a picture to each slide that reflects what's happening on the slide
- Add two gifs to each slide to reflect what's happening on the slide
2. TTL4 for those who finish, orDone with all slides? Fill out the rubric to see your grade:
3. Finished? Any bookmarks on the internet start page.
4. Presentations as students finish
Writing Skills in KP
Week of March 7th(or Lesson 21 in workbook)
Writing Skills in KP
Week of Feb. 28th(or Lesson 18 in workbook)
1. KidPix—Open House slideshow--#3 of 4
Label the Body
Week of Feb. 7th-14thLesson 20 in workbook
1. KidPix
2. when done, go to human body websites on internet start page or select from this list:
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Valentine Letter to Parents
Week of Jan. 24-31stLesson 19 in workbook
1. MS Word—decorate Valentine card
2. Done? TTL4
3. when done, (on internet start page), check out these websites on the human body:
Story in Four Parts
Week of Jan. 17thLesson 17 in workbook
1. TTL4
2. KidPix Open House project—2 of 4--demo
3. when done, go to internet start page
- Speakaboo Fables
- Your Personal Fable
- Aesop's Fables
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Story Writing
Week of Jan. 10thLesson 16 in workbook
KidPix Open House project—1 of 4
Writing Fables
Week of Jan. 3rdor Lesson 12 in workbook
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Excel
Week of Dec. 13thor Lesson 12 in workbook
The secret picture comes out like this:
My Story Book
Week of Dec. 6thor Lesson 8 in workbook
Practiced keyboarding on TTL4
Went to a wonderful story creating website called My Storybook to collaborate with your unit on How We Express Ourselves. It’s put out by the Carnegie Library and walks kids through the rudiments of writing a story.
DTP Holiday Cards
Internet Safety
Week of Nov. 29thLesson 11, 13 in workbook
MS Word Graphic Organizers
Week of Nov. 8th-Nov. 15thLesson 9 in workbook
Money--online
Week of Nov. 1stor Lesson 5-7 in workbook
Students create money with their picture to go along with their classroom unit on money
Holiday card in KidPix
Week of Oct. 25thor Lesson 5-7 in workbook
Draw a picture of Halloween in KidPix
Add a sentence about Halloween
Add your name with the dog alphabet (animations)
Export and print
[[image:fileC:/Users/JACQUI%7E1.MUR/AppData/Local/Temp/moz-screenshot-2.png]]
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Card in Google Earth--KidPix
Week of Oct. 11th-Oct. 18thLesson 4 in workbook
What I love in KidPix
Week of Oct. 4thor Lesson 3 in workbook
=MS Word--first letter
Week of Sept. 20th-27thor Lesson 2 in workbook
Intro to 2nd Grade Tech
Week of Sept. 13thLesson 1 in workbook
Report in MS Word
Week of May 10th-May 24thLesson 22-26 in workbook
1. Life cycle bug report
o Collect 5 pictures from Google images—2T
o Start report—cover page
o Start typing report
PowerPoint Presentations
Week of May 3rdLesson 28-30 in workbook
1. TTL4
2. Slideshow presentations
3. Finish up PowerPoint slideshows--and peer reviews
4. Spelling City —your class word lists
PowerPoint Presentations
Week of April 26thLesson 28-30 in workbook
1. TTL4 or other typing programs on internet start page
2. Start PowerPoint presentations
3. Finished? Any bookmarks on the internet start page.
PowerPoint Slideshow
Week of March 22nd-April 19thLesson 28-30 in workbook
1. PP
- Show samples
- Explain layout of PP screen
- Add cover slide with title
- Add 5 more slides
- Adjust slide layout to show title at top and nothing else (room for picture at bottom)
- Add designs--right-click so each slide has a different design
- Add title to top of each slide--this will be the name of each picture inserted
- Add transitions
- Adjust speed of slide transition to be slow or medium
- Add auto-advance--5 seconds
- Add sounds--only those available on the Slide Transition section
- Add animation to each slide
- Add Word Art The End to last slide
- Add a picture to each slide that reflects what's happening on the slide
- Add two gifs to each slide to reflect what's happening on the slide
2. TTL4 for those who finish, orSlideshow #4--My town
St. Pat's Greeting
Week of March 8th - 15thReplaces Lesson 21 in workbook
1. KidPix—Open House slideshow
2. Those who finish--make a St. Patrick's Day card for your family in KidPix
3. Those who finish, go to TTL4 for typing practice
Slideshow #3--Family
Week of March 1stReplaces Lesson 18 in workbook)
1. KidPix—Open House slideshow
For those who finish, go to Zoopz or Game Goo on second grade Internet Start Page
Internet Websites
Week of Feb. 22ndOr follow Lesson 8 in workbook
1. TTL4
2. Spelling City.com
3. when done, (on internet start page)
· EMO
· Zoopz
· Game Goo
Letter in Word
Internet Sites
Week of Feb. 8thLesson 19 in workbook
1. MS Word—decorate Valentine card
If you have time, check against the rubric:
2. TTL4
3. when done, (on internet start page)
Letter in Word
Week of Feb. 1stLesson 19 in workbook
1. TTL4
2. MS Word
- o Review basics
- o Write a Valentine letter to your parents
- o Font 22,
- o Heading at top
- o Dear Mom and Dad (greeting)
- o Body of letter
- o Closing (your name and 'love')
- o Save for next week
3. when done, go to websites on internet start pageKidPix Human Body Template
Week of Jan. 25thLesson 20 in workbook
1. KidPix
2. Dance Mat Typing
3. when done, (on internet start page)
· EMO
Spelling City
Week of Jan. 18thNot in workbook
1. TTL4—introduce
2. Spelling City
- o Log in with UN and PW provided by teacher--probably the same as Everyday Math Online
- Teacher has entered a list of spelling words
- o Do Words 1-25
3. when done, EMO(on internet start page)Open House #2--House
Week of Jan. 11thLesson 17 in workbook
1. TTL4
2. KidPix Open House project—2 of 4--demo
o Type two sentences—S/he lived in a house with . They *
3. when done, go to internet start page
Drawings for PP Slideshow--#1
Week of Jan. 4thLesson 16 in workbook
1. Dance Mat Typing
2. KidPix Open House project—1 of 4
- Type two sentences—Once upon a time, there was a * named *. S/he *
- good grammar
- font size 24
- Any font and color
Add a picture that says the sentenceWord--Formatting
Week of Dec. 7thLesson 10-12 in workbook
1. MS Word—open last week’s letter- o Border
- o Wordart title
- o 3 pictures
- o 3 font colors, sizes, looks
- o Save
- o Print
2. TTL43. Problem solving--remind students to solve their own problems
3. when done, Classic Fairy Tales.com (on internet start page)
Letters in Word
Week of Nov. 30thLesson 10-11 in workbook
1. TTL3
2. MS Word
3. when done, NORAD Santa
Cards in Publisher
Week of Nov. 16thLesson 13 in workbook
1. Publisher—Thanksgiving card
2. when done, Dance Mat Typing or TTL3
3. when done, free time
Graphic Organizer in Word
Week of Nov. 2nd-9thLesson 5-7, 9 in workbook
1. Dance Mat Typing
2. Word--introduce students to toolbars, layout
- o Add diagram
- o Fill in levels
3. Go to Big Brown Bear Typing to test yourselfTrunk Project in KidPix
Week of Oct. 19thExtra--not in workbook
1. KidPix—students will draw the trunk they brought into their classroom as well as the three items it contained
- o Use pencil tool to draw the trunk you brought into your classroom
- § Leave font at 14
- § Capitalize the first letter
- § Period at the end
- o print
2. Go to Money Websites (Checkout Challenge, Budgie’s Budget, Money Challenges)oAdd three items to it
- § One from you
- § One from your mom
- § One from your dad
oWrite a descriptive sentence about eachGoogle Earth-KidPix project
Week of October 5th-12thLesson 4 in workbook
1. Pic of your country of origin
2. Dance Mat Typing
3. Internet start page for Coin counting and counting coins (challenging and a big hit)
Intro to keyboarding
Intro to Google Earth
Week of September 28thLesson 4 in workbook
1. Dance Mat Typing
2. KidPix—two sentences
- · Hayley loves math class because she can always figure out the right answer.(Add a second sentence telling me more about this)
- o Adjectives
- o Describing words
- o Who, what, when, where, why
- · Draw a picture to go with this
3. go to Google Earth- introduce Google Earth
- owatch Mr. Bland’s excellent adventure
Mr. Bland's Excellent Adventure.kmz
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4. Pick Math sites on start pageIntro to KidPix
Week of September 21stLesson 3 in workbook
1. TTL4
2. pass out binders—add stickers with names
3. KidPix--remember skills from last year.
Draw a picture of yourself
4. Pick Math sites on start page
5. Free time—any bookmarks on start page
Intro to 2nd Grade Tech
Week of September 14thLesson 2 in workbook
1. TTL4—add your name
2. Take pictures of class with digital camera
3. Go to Internet start page
4. Go to ‘Mouse Skills
- More Mouse Skills
- Mouse skills
- Mousing Around
- Drag and drop puzzles
- Drag and drop skills
5. Pick Math sites on start page6. Free time—any bookmarks on start page**